Frank Curkovic

Project 2: Abstract Paintingmid Nov ~ mid Jan (10 Weeks)

Unit Objective: Students are introduced to various abstract painting exercises and use the elements and principles of art to understand and create their own abstract painting

with tempera paint.Students are evaluated on process, participation as well as end-product.

*lessons and assignments may be subject to change due to teacher’s discretion

Unit wiki link: http://curkovicartunits.pbworks.com/w/page/Abstract-Painting

Unit Question: What makes art attractive?

Significant Concept: The principles and elements of art help us to create and evaluate art.

Key Vocabulary:Abstract, Aesthetic, Asymmetrical, Balance, Colour, Composition, Contrast, Emphasis, Line, Movement, Repetition, Rhythm, Space, Shape, Symmetry, Symmetrical, Texture

Week 1 - Introduction Discussing:

-What is art?-What makes art attractive?

Activity: Exploring Balance and Equilibrium

Homework: Complete The Elements of Art worksheet. Due next class.

Week 2 - Pattern & Repetition -Collect and review homework.

-Intro to using pattern for abstract work.Activity: One Element, Many Patterns

Homework: Complete The Principles of Art worksheet. Due next class.

Week 3 - Variations in Tone (Value) -Collect and review homework.

-Critically analyse the painting "Chief" (1950) by Franz Kline Activity: Black & White

Homework: Watch the video called “What is Abstract Art” on the class wiki and complete the worksheet

Week 4 - Abstract Doodle View a piece of artwork and discuss what elements or principles of art are utilised.

Activity: Abstract Doodle

Homework: TBA

What does it all mean?:

Abstract Painting

Frank Curkovic

Week 5 - Hard-edge Painting-View and discuss hard-edge painting (slideshow available on wiki)Activity: Abstract Number Painting

Homework: Preview next week’s activity

Week 6 - From Reality to Abstraction-View the work of Georgia O’Keeffe.Activity: From Reality to Abstraction

Homework: Go to the class wiki and view the link to browse photos and videos.

Week 7 - PlanningHow can we find inspiration for abstract work?As an artist creating abstract paintings, ask yourself the following questions:

• Do I simply want my abstract painting to be beautiful?• Do I intend this abstract painting to convey something specific to the viewer?• Do I want people to extract their own meaning from it?• What in the abstract painting is going to do this?• How will the elements interact?• Do I want to guide the viewer's interpretation with my choice of title?• Do I want to write a statement to accompany the painting explaining how I

created it, what my thoughts were while I made it, or what I see it conveying?• Does it matter to me if they don't "get it"? 

Homework: consider your plan and bring any resources you may find useful to the next class.

Week 8 - Project Before you begin, share your plan with 2 different students to get feedback on your decisions. Students may then begin working on their final project.

Homework: (as required)

Week 9 - cont’d -Students continue working on project

Homework: (as required)

Week 10 - Presentation & Evaluation -Student self-reflection & teacher evaluation

What does it all mean?: Abstract Painting

WEEK 1 INTRODUCTION ACTIVITY

Frank Curkovic

Wha

t is

Art

?

What is Art?In groups, brainstorm and discuss. Write your ideas below and be prepared to share them as a class.

WEEK 1 INTRODUCTION ACTIVITY

Frank Curkovic

Wha

t m

akes

art

at

trac

tive?

What makes art attractive?Write your ideas below and be prepared to share them as a class.

You are required to do some research on the Elements of Art. You may use books or search the web. When done, simply draw a symbol or picture for each of the elements in the boxes provided below to help you remember what they mean. DO NOT include text. YOU ARE ENCOURAGED TO USE COLOUR. This will be a formative assessment as part of the Knowledge and Understanding area on the unit rubric.

Level 0The student does not reach a standard described by any of the descriptors.

Level 1-2A3: The student has limited understanding of topic language and the elements of art.

Level 3-4A3: The student has satisfactory understanding of topic language and a satisfactory understanding the elements of art.

Level 5-6A3: The student has a good knowledge of topic language and a good understanding of the elements of art.

Level 7-8A3: The student has well developed topic language and an excellent understanding of the elements of art.

Frank Curkovic

Lin

eC

olo

ur

Valu

e

Sh

ap

e/F

orm

Sp

aceT

ex

ture

The Elements of Artare the ingredients of art(line, colour, value, shape/form, space, texture)

Following on from the previous task on The Elements of Art, do some research taking notes or writing definitions/explanations for the Principles of Art below. This will be a formative assessment as part of the Knowledge and Understanding area on the unit rubric.

Level 0The student does not reach a standard described by any of the descriptors.

Level 1-2A3: The student has limited understanding of topic language and the principles of art.

Level 3-4A3: The student has satisfactory understanding of topic language and a satisfactory understanding the principles of art.

Level 5-6A3: The student has a good knowledge of topic language and a good understanding of the principles of art.

Level 7-8A3: The student has well developed topic language and an excellent understanding of the principles of art.

Principle: Definition/Explanation/Notes

Balance

Contrast

Proportion

Pattern

Rhythm

Emphasis

Unity

Variety

Frank Curkovic

The Principles of Arthelp artists plan their work and think how viewers will react to it.

Watch the video “What is abstract art?” on the class wiki (or go here: http://bit.ly/cxG1cG)

Whilst watching the video, write characteristics from each movement and artists from that period. This will be a formative assessment as part of the Knowledge and Understanding area on the unit rubric.

Impressionism / Post-Impressionism (late 19th C)Impressionism / Post-Impressionism (late 19th C)

Characteristics of movement: Artists from movement:

e.g. visible brush strokes -Monet

Fauvism (c. 1900-1910)Fauvism (c. 1900-1910)

Characteristics of movement: Artists from movement:

Cubism (c. 1907-1919)Cubism (c. 1907-1919)

Characteristics of movement: Artists from movement:

Frank Curkovic

Abstract / Abstract-Expressionism (mid-century)Abstract / Abstract-Expressionism (mid-century)

Characteristics of movement: Artists from movement:

How can we read or understand an abstract painting? What could we look for?

Has your opinion towards abstract art changed? Why or why not?

Level 0The student does not reach a standard described by any of the descriptors.

Level 1-2A2: The student demonstrates limited knowledge of the artform studied.

Level 3-4A2: The student demonstrates a satisfactory awareness of the artform studied.

Level 5-6A2: The student demonstrates a good awareness of the artform studied.

Level 7-8A2: The student demonstrates an excellent awareness of the artform studied.

Frank Curkovic

Frank Curkovic

You will need to include an artist statement/self reflection with your piece. In paragraph form, please answer the questions below and include relevant key vocabulary used in class.

1. Describe the principles and/or elements of art you used to plan and create your art. Is your artwork successful? Why or why not?2. What are the strengths and weaknesses in your work?3. What could you do to further improve your work or technical skills? (Please provide detailed examples for this.)

Name: Class:

Composition title:Composition title:

Abstract Painting:Self-Reflection

Attach photo here

Frank Curkovic

Grade 8 Unit 2: Abstract PaintingUnit Question: What makes art attractive?

Significant Concept: The principles and elements of art help us to create and evaluate art.

Level 0 Level 1-2 Level 3-4 Level 5-6 Level 7-8 Level 9-10

Knowledge & UnderstandingKnowledge & UnderstandingKnowledge & UnderstandingKnowledge & UnderstandingKnowledge & UnderstandingKnowledge & Understanding

The student does not reach a standard described by any of the descriptors.

A2: The student demonstrates limited knowledge of the artform studied.

A3: The student has limited understanding of topic language and the principles and elements of art.

A2: The student demonstrates a satisfactory awareness of the artform studied as evident in their practice work and task sheets.

A3: The student has satisfactory understanding of topic language and a satisfactory understanding the principles and elements of art.

A2: The student demonstrates a good awareness of the artform studied as evident in their practice work and task sheets.

A3: The student has a good knowledge of topic language and a good understanding of the principles and elements of art.

A2: The student demonstrates an excellent awareness of the artform studied as evident in their practice work and task sheets.

A3: The student has well developed topic language and an excellent understanding of the principles and elements of art.

ApplicationApplicationApplicationApplicationApplicationApplication

The student does not reach a standard described by any of the descriptors.

B1: There is a very limited ability to utilise the elements and principles of art in their painting.

B2: The student demonstrates a highly limited ability to apply the techniques and processes involved with paint and with composition.

B1: There is a limited ability to utilise the elements and principles of art in their painting.

B2: The student demonstrates a limited ability to develop some skills and apply some of the techniques and processes involved with paint and with composition.

B1: The student demonstrates a satisfactory ability to utilise the elements and principles of art in their painting.

B2: The student demonstrates a satisfactory ability to apply the techniques and processes involved with paint and with composition.

B1: The student demonstrates a good ability to utilise the elements and principles of art in their painting.

B2: The student demonstrates a good ability to apply the techniques and processes involved with paint and with composition.

B1: The student demonstrates an excellent ability to utilise the elements and principles of art in their painting.

B2: The student demonstrates an excellent ability to apply the techniques and processes involved with paint and with composition.

Reflection & EvaluationReflection & EvaluationReflection & EvaluationReflection & EvaluationReflection & EvaluationReflection & Evaluation

The student does not reach a standard described by any of the descriptors.

C1: The student is only able to give a limited description of the progress they have made so far and only with assistance.

C2: The student demonstrates a limited ability to evaluate their own work and this is often ineffective or incomplete.

C1: The student is able to give a satisfactory description of the progress they have made so far and identify some strategies to develop and improve their artistic processes.

C2: The student can give a satisfactory evaluation of their own work.

C1: The student is able to give a good description of the progress they have made so far and can generally identify effective strategies to develop and improve their artistic processes.

C2: The student can give a good evaluation of their own work.

C1: The student is able to give an in-depth description of the progress they have made so far and identify effective strategies to develop and improve their artistic processes.

C2: The student carries out an excellent evaluation of their own work and identifies areas for improvement.

Artistic Awareness & Personal EngagementArtistic Awareness & Personal EngagementArtistic Awareness & Personal EngagementArtistic Awareness & Personal EngagementArtistic Awareness & Personal EngagementArtistic Awareness & Personal Engagement

The student does not reach a standard described by any of the descriptors.

D1: The student shows limited commitment to developing their own artistic processes.

D2: The student shows limited curiosity, motivation, or a willingness to take risks.

D3: The student rarely works with their peers, and only with much encouragement.

D4: The student is rarely receptive to the various ways in which art practices and artwork present themselves from culture to culture.

D1: The student shows satisfactory commitment to developing and using their own artistic processes.

D2: The student demonstrates satisfactory curiosity or self-motivation, or a willingness to take some risks.

D3: The student works and either supports or encourages their peers in a positive way, with encouragement.

D4: The student is occasionally receptive to the various ways in which art practices and artworks present themselves from culture to culture.

D1: The student shows good commitment in developing and using their own artistic processes

D2: The student generally demonstrates curiosity, self-motivation, initiative and a willingness to take risks.

D3: The student supports, encourages and works with their peers in a positive way, with little encouragement.

D4: The student is generally receptive to the various ways in which art practices and artworks present themselves from culture to culture.

D1: The student shows excellent commitment in developing and using their own artistic processes.

D2: The student actively demonstrates curiosity, self motivation, initiative and a willingness to take informed risks.

D3: The student actively supports, encourages and works with their peers in a positive way.

D4: The student is actively receptive to the various ways in which art practices and artworks present themselves from culture to culture.

Comments:

Frank Curkovic

Teacher Evaluation / Student Evaluation

Grade 8 Unit 2: Abstract PaintingUnit Question: What makes art attractive?

Significant Concept: The principles and elements of art help us to create and evaluate art.

Level 0 Level 1-2 Level 3-4 Level 5-6 Level 7-8 Level 9-10

Knowledge & UnderstandingKnowledge & UnderstandingKnowledge & UnderstandingKnowledge & UnderstandingKnowledge & UnderstandingKnowledge & Understanding

The student does not reach a standard described by any of the descriptors.

A2: The student demonstrates limited knowledge of the artform studied.

A3: The student has limited understanding of topic language and the principles and elements of art.

A2: The student demonstrates a satisfactory awareness of the artform studied as evident in their practice work and task sheets.

A3: The student has satisfactory understanding of topic language and a satisfactory understanding the principles and elements of art.

A2: The student demonstrates a good awareness of the artform studied as evident in their practice work and task sheets.

A3: The student has a good knowledge of topic language and a good understanding of the principles and elements of art.

A2: The student demonstrates an excellent awareness of the artform studied as evident in their practice work and task sheets.

A3: The student has well developed topic language and an excellent understanding of the principles and elements of art.

ApplicationApplicationApplicationApplicationApplicationApplication

The student does not reach a standard described by any of the descriptors.

B1: There is a very limited ability to utilise the elements and principles of art in their painting.

B2: The student demonstrates a highly limited ability to apply the techniques and processes involved with paint and with composition.

B1: There is a limited ability to utilise the elements and principles of art in their painting.

B2: The student demonstrates a limited ability to develop some skills and apply some of the techniques and processes involved with paint and with composition.

B1: The student demonstrates a satisfactory ability to utilise the elements and principles of art in their painting.

B2: The student demonstrates a satisfactory ability to apply the techniques and processes involved with paint and with composition.

B1: The student demonstrates a good ability to utilise the elements and principles of art in their painting.

B2: The student demonstrates a good ability to apply the techniques and processes involved with paint and with composition.

B1: The student demonstrates an excellent ability to utilise the elements and principles of art in their painting.

B2: The student demonstrates an excellent ability to apply the techniques and processes involved with paint and with composition.

Reflection & EvaluationReflection & EvaluationReflection & EvaluationReflection & EvaluationReflection & EvaluationReflection & Evaluation

The student does not reach a standard described by any of the descriptors.

C1: The student is only able to give a limited description of the progress they have made so far and only with assistance.

C2: The student demonstrates a limited ability to evaluate their own work and this is often ineffective or incomplete.

C1: The student is able to give a satisfactory description of the progress they have made so far and identify some strategies to develop and improve their artistic processes.

C2: The student can give a satisfactory evaluation of their own work.

C1: The student is able to give a good description of the progress they have made so far and can generally identify effective strategies to develop and improve their artistic processes.

C2: The student can give a good evaluation of their own work.

C1: The student is able to give an in-depth description of the progress they have made so far and identify effective strategies to develop and improve their artistic processes.

C2: The student carries out an excellent evaluation of their own work and identifies areas for improvement.

Artistic Awareness & Personal EngagementArtistic Awareness & Personal EngagementArtistic Awareness & Personal EngagementArtistic Awareness & Personal EngagementArtistic Awareness & Personal EngagementArtistic Awareness & Personal Engagement

The student does not reach a standard described by any of the descriptors.

D1: The student shows limited commitment to developing their own artistic processes.

D2: The student shows limited curiosity, motivation, or a willingness to take risks.

D3: The student rarely works with their peers, and only with much encouragement.

D4: The student is rarely receptive to the various ways in which art practices and artwork present themselves from culture to culture.

D1: The student shows satisfactory commitment to developing and using their own artistic processes.

D2: The student demonstrates satisfactory curiosity or self-motivation, or a willingness to take some risks.

D3: The student works and either supports or encourages their peers in a positive way, with encouragement.

D4: The student is occasionally receptive to the various ways in which art practices and artworks present themselves from culture to culture.

D1: The student shows good commitment in developing and using their own artistic processes

D2: The student generally demonstrates curiosity, self-motivation, initiative and a willingness to take risks.

D3: The student supports, encourages and works with their peers in a positive way, with little encouragement.

D4: The student is generally receptive to the various ways in which art practices and artworks present themselves from culture to culture.

D1: The student shows excellent commitment in developing and using their own artistic processes.

D2: The student actively demonstrates curiosity, self motivation, initiative and a willingness to take informed risks.

D3: The student actively supports, encourages and works with their peers in a positive way.

D4: The student is actively receptive to the various ways in which art practices and artworks present themselves from culture to culture.

Parent Signature (comments optional - use the back if required):

Frank Curkovic

Teacher Evaluation / Student Evaluation